Indian Journal of Educational Technology
ISSN- 2581-8325 CIET, NCERT has been a premier institution for development and dissemination of resources and techniques related to Educational Technology (ET) for better understanding of teaching-learning at school level. With renewed thrust on educational technology using digital platforms, the need for a quality journal on educational technology in India is felt more than ever. Keeping this in regard, Indian Journal of Educational Technology will be a medium for scholarly presentation and exchange of information between researchers, professionals and practitioners of technology related fields of education. The journal aims at covering disciplinary areas of educational technology (ET) for school education and teacher education. The specific objectives of this journal are: i) to provide an open access journal for sharing updated and peer-reviewed research on Educational Technology for easy access and ii) to promote research on the integration of technology in school and teacher education, promote innovative practice, and inform policy debates on educational technology. This bi-annual open-access online peer-reviewed journal will be a platform for exchange of ideas and would also become a basis for further innovation in ET in school and teachers’ education.
Unlocking Mathematical Minds: Foundational Numeracy in Piagetian Perspective
The National Educational Policy 2020 has underlined the importance of early education and underscores the recognition that a robust foundation in reading, writing and arithmetic is indispensable for subsequent academic success and overall cognitive development. It is proven that by the age of 5, the synaptic connections are at its peak and 85% of human brain development takes place. As numeracy and mathematics learning are linked to one’s cognitive aspect significantly, ‘Foundational Numeracy’ is a critical aspect of early childhood education. This article is an attempt to explore the teaching and learning at the foundational stage in light of the cognitive development theory of Piaget, in order to discuss their relevance to mathematical understanding and their application for curriculum designing and implementing effective pedagogical strategies.
AI Literacy Fundamentals: Helping You Join the AI Conversation
Internet Addiction: An Analysis of Technical and Non-technical Undergraduate Students
The rapid expansion of internet usage particularly among students has been observed. It facilitated their academic and non-academic engagement. But it has also led to concerns about internet addiction. The study aims to assess internet addiction levels, compare addiction between male and female students across disciplines, and explore key influencing factors. A total of 207 undergraduate students from a central university in Uttar Pradesh, participated in an online survey using a self-developed Internet Addiction Scale (IAS). The reliability coefficient of IAS is 0.854, indicating a high reliability. Findings reveal significant variations in internet addiction based on gender and academic stream, with technical students exhibiting higher addiction levels. The factors include gender, age and hours spent online significantly influence the internet addiction. The study highlights the growing public health implications of internet addiction, linking it to anxiety, depression and social isolation. While previous research presents mixed findings, this study underscores the need for targeted interventions, particularly in higher education institutions. The results call for awareness programs and strategies to promote responsible internet use among students.
Artificial Intelligence in Education: Student Perspectives on AI’s Role and Impact on Teaching
This research aimed to capture the general attitude towards artificial intelligence technology of undergraduate and postgraduate students. This study also explored their use pattern in their academic work and perception about replacing teachers in future. This study employed a concurrent mixed-methods research design and selected 379 undergraduate (UG) and postgraduate (PG) students using a random sampling technique. Standardised scale by Schepman and Rodway (2023) along with an openended questionnaire was used to collect the data from the respondents. The study highlights a generally positive attitude towards AI among UG and PG students, with many acknowledging its potential benefits in sectors like education and future employment. While students see AI as a valuable tool for automating tasks and personalising learning, they stress that it cannot replace the emotional support, creativity, and critical thinking provided by human teachers. Concerns about job security, privacy, AI biases, and ethical implications emphasize the need for AI to complement rather than replace human educators, ensuring a balanced approach in education. Our research findings would assist educational institutions in adopting AI technologies in teaching and learning in a simpler and more efficient manner. This paper addressed a relevant topic in the era of technology in education by understanding UG & PG students’ viewpoints that added complementary information to the current body of literature.
Assessing Postgraduate Students’ Awareness of Digital Ethics: Insights into Privacy, Security, Responsibility, Equity and Intellectual Property
What level of ethical responsibilities do postgraduate students demonstrate in cyberspace as they lead the digital landscape of the future? This study investigates their awareness of digital ethics across five critical dimensions: Privacy, Security, Responsibility, Equity, and Intellectual Property. The study aimed at a crucial objective: to determine the extent to which future leaders grasp the moral standards of their digital conduct and to identify areas of ethical ignorance. This research aligns with technological educational trends because contemporary students require urgent exposure to the subject matter. A survey comprising 30 Likert-scale items was completed by 100 postgraduate students from the Central University of Himachal Pradesh in March 2025 as part of a quantitative research study. The survey included SA and SD scales, enabling researchers to develop an ethical map based on respondents’ strong and weak viewpoints. The results are a revelation. Personal responsibility extends beyond digital devices, according to all students in the study who agreed with this statement, and respect remains an essential ethical duty. Most students (75 to 90%) demonstrated an understanding of personal data protection and sharing boundaries, yet technical complexity sometimes blurred their perception. The data on security measures were stable between 60% and 90%, but participants identified only 60% of fake websites, indicating a need for prompt action. The results for the distribution of equity principles among students were inconsistent (50–90%), indicating that they understood unequal access issues but hesitated to assess platform fairness, suggesting that equity discourse remained hidden. The Intellectual Property survey sample reported explicit agreement on piracy enforcement of 60–100%, although they expressed confusion about copyright regulations. Students bear ethical principles in their character even when their practical digital ethical competencies remain uncertain. The ability to lead with integrity through responsible and private conduct indicates leadership potential, although Security and Equity need to improve their technical proficiency and advocacy strategies. The study aimed to determine the level of awareness of digital ethics among postgraduate students in five dimensions: Privacy, Security, Responsibility, Equity, and Intellectual Property. A total of 100 postgraduate students were the respondents in a structured Likert-scale questionnaire, selected using a descriptive survey approach. The results showed that the Responsibility and Privacy dimensions had high awareness, whereas Security, Equity, and Intellectual Property had moderate awareness, using an uneven distribution. The outcome shows certain aspects in which the postgraduate students are strong ethically, as well as the areas that require their academic intervention.
Technostress Resilience: Embracing the Digital Challenge among College Librarians in the Barak Valley, Assam
Technostress is caused when training and skills do not match that of new technological adaptations among individuals. Such situations are increasingly evident in library environments, where librarians are required to manage digital resources, online platforms, and technology-driven services. Several empirical studies have reported the growing prevalence of technostress among library professionals due to continuous technological transitions (Tarafdar et al., 2007; Panda, 2020; Das, 2019). The present study was conducted among college librarians affiliated with Assam University in the Barak Valley region of Assam to assess the extent and impact of technostress. Findings reveal that techno-invasion and techno-uncertainty were the most prominent stress dimensions. Factors such as age, marital status, limited training opportunities, increased online work hours, multitasking, and lack of institutional appreciation contributed to elevated stress levels. Technostress was also found to negatively affect the physical, psychological, and professional well-being of librarians. The study further proposes structured coping strategies to enhance technostress resilience among library professionals.
ICT Knowledge and Usage Patterns among Rural Female Undergraduates: A Case Study of Kamrup Rural District, Assam
The study aims to evaluate the knowledge among the students on Information and Communication Technology and their usage of different ICT platforms. A total of 162 college-going female students pursuing graduation from Dakshin Kamrup Girls’ College, Mirza of Kamrup Rural district of Assam were selected as the samples for the study. A multistage non-probability sampling technique was employed, with convenience sampling used at the final stage of respondent selection. The results of the study show that 74.19 per cent of the respondents have knowledge of ICT and 51.62 per cent of them have knowledge that mobile, laptops and computers are ICT devices. 58.06 per cent of the respondents use web browsers for educational purposes and 93.54 per cent of them are interested to learn about ICT. The study clearly shows a knowledge gap as almost one fourth (25.81%) of the respondents have less knowledge on ICT and proper intervention may prove to be effective to fulfill the existing gap among the college-going female students of rural areas of Assam.
Unravelling the Relationship between Brain Fog, Cognitive Fatigue, AI Tool Use, and Research Productivity among Research Scholars: A Correlational Study
This paper explores the relations between brain fog, cognitive fatigue, the use of AI tools, and the research productivity of scholars who are involved in research. The study is needed to address how cognitive challenges and AI tools use jointly influence research productivity among scholars. The study used a cross-sectional correlational survey design where 70 research scholars in a Central University of Karnataka were used to gather the data using a structured questionnaire to be administered using the Google Forms. Statistical procedures were descriptive statistics, Pearson correlation coefficients, independent samples t-tests, multiple regression analyses, all analysed with JASP software. Findings point to the significant positive correlations between cognitive fatigue and research productivity, suggesting some process of compensation in the environment with the prevalence of academic pressure and work under time constraints. The use of AI tools had a strong connection with each of the studied variables, and it was the only significant predictor of research productivity in the regression model. Brain fog had non-significant weak correlations with both cognitive fatigue and productivity. The study emphasises the importance of AI tools as supportive educational technologies, but does not introduce them as interventionist in the sense of providing solutions to scholars.
Technology Integrated Multiliteracies Pedagogy and Language Education in the Indian Classrooms
In the rapidly changing landscape of education, integrating digital technologies into language education is not merely advantageous: it is essential. There is a shift from traditional print-based learning to the multimodal form of learning. Technology use in education requires adopting and adapting to new pedagogical approaches that integrate various modalities in the teaching-learning process. This paper intends to explore technology integration in multiliteracies pedagogy: A learning-by-design approach in English language education. The concept of multiliteracies, which is written as the plural counterpart of ‘multiliteracy’, talks of an approach that integrates multiple contexts and multimodal resources for language and literacy practices. This paper examines how the four elements of multiliteracies, i.e., situated practice, overt instruction, critical framing, and transformed practice, can be integrated using multimodal resources by integrating technology to enhance students’ learning experiences, their engagement with diverse communication forms and foster critical and creative thinking among students, the essential 21st-century learning skills, How the multiliteracies-learning-by-design approach can provide a formal framework for effective integration of digital literacy into education, enhancing its accessibility and relevance in today’s technologically advanced world? The study aims to highlight: what are the key digital tools and how they can be integrated in the teaching-learning processes, and what are the pedagogical benefits and challenges of implementing technology-integrated multiliteracies pedagogy in Indian contexts? The study presents an overview of how the strategic implementation of a multiliteracies learning-by-design approach may provide a structured framework for incorporating digital literacies into education, making learning more inclusive and meaningful in a technologically evolving world.
Bridging Lab to Life: Pedagogical Impact of Remote Sensing Training on Secondary Teachers
Whenever it comes to experiencing, analysing, and effectively evaluating the effects of climate change, environmental degradation, and environmental sustainability—that is, “how much lost and how much retained of our natural resources by our activity now”— geospatial technology is the best tool available. The objective of this study is to evaluate the current knowledge, need for teacher training, and various creative activities and explore an attractive pedagogical process as well as their effect on selected teachers. The various pedagogical interventions (such as explanation, model preparation and demonstration, ICT-integrated learning materials, experiential learning, ICT-integrated hands-on, and analytical thinking) are provided in the classroom for enhancing the competency among teachers. A pre- and post-training assessment was conducted to evaluate the effectiveness of the program. The findings indicated a significantly positive impact on teachers from five western states of India. Due to their limited prior knowledge related to the content, participants were highly focused throughout the program. Notably, teachers of Chhattisgarh scored 48.11 percent more in the posttest as compared to the pre-test scores. Teachers from Maharashtra, Gujarat, and Goa got 31.44 percent, 40.33 percent, and 12.88 percent more score, respectively, due to prior knowledge about ICT and lack of syllabus of remote sensing in the textbook of Gujarat. Therefore, these results suggest that the study will be immensely beneficial for students, curriculum developers, and stakeholders across the field of remote sensing in educational sectors.
Navigating the SAMR Model: Challenges and Perspectives of Delhi School Teachers
The SAMR model provides a theoretical framework for teachers to guide them to integrate technology in the classroom as an effective pedagogical tool. Delhi schools have been chosen for this study. The qualitative approach followed by semi-structured interviews are employed to gain the understanding, perceptions and challenges encountered by 20 educators of Delhi schools while using SAMR framework as a pedagogical tool. The findings highlight the varying level of awareness among educators, however private teachers have a better understanding of the SAMR model and its applicability as compared to public school teachers. Teachers perceive SAMR as an effective framework for enhancing student engagement and higher order thinking skills but mention a lot of challenges while implementing this model in the classroom such as limited internet connectivity and resources availability, insufficient training, rigid curricula and examoriented education system and so on. The study also points out the need of contextspecific adaptations such as bridge India’s digital divide issue and educational priorities that SAMR model needs to make.
Transforming History Pedagogy: The Role of Innovative Technologies in Undergraduate Education in Odisha
This paper provides a theoretical foundation for bringing an overhaul in undergraduate history teaching-learning in Odisha by using the emerging technologies. It asserts that traditional history andragogy is marked by memorisation and passive learning. The students need to be ready with 21st century skills to be able to compete in the job market or to continue their higher studies. The learning theories of experiential learning and connectivism are the basis of technology infused learning. Knowledge is gained from personal learning networks and collaboration and not by rote learning. The article has elucidated on the pedagogical uses of digital humanities tools namely, Google Scholar, Jstor, Omeka, data visualisation software, Digital Library of India, NAMAMI, Sahapedia and Digital South Asia Library. Thus, learners will become prosumers of online content and can learn to apply their learning in real life.
Developing Effective Augmented Reality Learning Applications: Integrating Key Pedagogical Principles
Augmented reality is becoming increasingly popular in education owing to visualisation, real time interaction and dynamic content. There has been extensive research to design effective learning experiences with the help of Augmented Reality, but research indicates that lack of pedagogical design based on pedagogical principles can lead to pedagogical issues in Augmented Reality based Learning Environments thereby limiting their effectiveness in achieving learning objectives. The pedagogical elements and technological tools must be integrated as per framework based on pedagogical principles to design effective Augmented Reality based learning applications to create meaningful learning experiences. This research paper aims to synthesise collect, categorise, and prioritise the pedagogical principles specific for the design and development of augmented reality learning environments. with the help of educators and technical experts. The analytical and synthetic approach to reviewing the pedagogical principles involved an iterative process. A total of 53 articles were analysed and 21 pedagogical principles were selected and categorised into five categories 1) Pedagogy and Instructional Design 2) Technology Integration 3) Assessment and Feedback 4) Collaboration and Community 5) Holistic and Inclusive approach. These principles will be valuable for Augmented Reality designers, researchers and educators for developing pedagogically effective Augmented Reality based learning environments.
A Psycho-Legal Analysis of Cyber Behaviours of Children: Legal Responses to Online Delinquencies
The contemporary digital revolution offers an unprecedented avenue for global connectivity and learning for children, but it simultaneously exposes them to an insidious cyber vulnerability, including grooming, pornography, bullying, trafficking, and exploitation, ruining their innocence to a ‘beyond-imagination’ trauma. This research paper analyses the philosophical dimension of cyber behaviour, revealing the risks of identity crisis, psychological trauma and social withdrawal. The paper also analyses the online behaviour of children, including excessive screen engagement, limited social interactions and exploratory navigations, establishing how their innate curiosity leads them to the trap of the faceless online predators, harmful content and peer aggression in cyberspace, sometimes culminating in delinquent behaviours in them. Cyberspace has a unique nature that has no borders or shape. Existing legal framework in India, like the Bhartiya Nyaya Samhita, 2023, the Protection of Children from Sexual Offences Act of 2012 and the Information Technology Act of 2000, provide a comprehensive deterrence, but fails to prove effective because of the enforcement gap, jurisdictional hurdles and lack of digital literacy and stringent judicial scrutiny. Literature review also reflects empirical gaps due to scarcity of longitudinal data, rural under-representation and non-synchronised psycho-legal interventions. Drawing from the studies of on-screen induced behaviour and awareness model of Hinduja and Patchin (2024), this research paper suggests a multidimensional psycho-legal framework while effortlessly integrating the awareness and preventive education with therapeutic rehabilitation and technological reforms The paper proposes technology-driven innovative safeguards to protect children in cyberspace. The dual nature of cyberspace demands collective action from parents, platforms, lawmakers, enforcement agents and psychologists. Limited screen time with parental control and involvement of children awareness programs and digital literacy through schools and agencies like CBSE and NCERT, etc., can create a secure cyber. Proactive guardianship, harmonising technology, psychology and law can create resilience in the cyber-behaviour of children.
Digital Competence as a Predictor of Pedagogical Practices among Teacher Educators: An Empirical Study
The digital competence and pedagogical practices are interrelated to each other, as effective teaching increasingly depends on the ability of teachers to integrate technology and implement innovative, student-centred strategies that enhance learning outcomes. The present study aimed to assess the level of digital competence among teacher educators in DIETs (District Institutes of Education and Training) of Odisha, examine its relationship with their pedagogical practices, and investigate its impact on overall pedagogical effectiveness. This study adopted a descriptive correlational research design, and a total of 100 teacher educators were selected through a multi-stage sampling technique as the sample. Data were collected through two Likert scales, and the collected data were analysed through SPSS-22 using descriptive statistics, Pearson correlation, and linear regression. The results of the study revealed that there was a moderate to high level of digital competence among teacher educators and a significant positive relationship (r = 0.305, p < 0.05) between digital competence and pedagogical practices was found. Further, the analysis also revealed that digital competence was a strong predictor of pedagogical effectiveness. These results emphasised the need and importance of continuous professional development and promoting digital competence skills within teacher education programs for technology-integrated instruction and effective teaching. The study concluded that digital competence is an important factor for improving pedagogical quality and also helps the prepared teachers with 21stcentury skills.
A Detailed Bibliographic Analysis on the Growth and Impact of Over The Top (OTT) as a Medium of Education using Artificial Intelligence Tools
This article provides a bibliographic analysis of the growth of Over-the-top (OTT) media services in education, enhanced by Artificial Intelligence (AI), drawing on research over the past 15 years. The report underscores the increasing impact of AI-driven OTT platforms in promoting the cause of education, especially following the COVID-19 epidemic. It recognises the substantial expansion of India’s higher education industry, targeting a 50% Gross Enrolment Ratio by 2035. Nevertheless, the study reveals a research deficiency in comprehending the influence of OTT on this almost exponentially growing educational field. Of the 2986 publications published between 2008 and 2025, 1361 pertinent articles pertaining to computer science, engineering, and social sciences were examined. Journals constituted the predominant publication type at 49.4%, succeeded by conferences at 36.1%. The report identifies the United States and India as prominent contributors to OTT research. A user survey conducted using primary data gathered from as many as 7 states of India from about 1900 respondents on Zoho platform revealed that Coursera is the favoured OTT education platform.
Does Design and Delivery of a MOOC Determine its Quality: Learners’ Perception
In nearly a decade old journey, Massive Open Online Courses (MOOCs) have emerged as a popular mode of learning. MOOCs have transformed the face of online education and gained momentum during Covid pandemic after 2020. Thousands of MOOCs are available across platforms. Coursera, Udacity, Edx, SWAYAM, Future-learn have emerged as popular MOOC providing platforms around the globe. Despite the huge number of courses and massive enrollment, there are debates about the quality of MOOCs. Researchers have identified various factors determining the quality of MOOC, but the focus of present research is to examine the role of design and delivery of MOOC as quality determinants. For this purpose, researchers have collected the date from 308 course participants, who have enrolled and completed the MOOC offered by one of the researchers. The data was collected after the course completion in the form of a post-course survey. Analysis of the data has revealed that most of the respondents were satisfied with the course content and the modules’ design. Finding highlighted the importance of presenting the content in small chunks, using only relevant videos, and provision of activities and opportunities to clear doubts. Collaborative learning opportunities and use of discussion forums as a platform for sharing ideas is very important in making any MOOC effective. The findings of study are providing insights to the MOOC developers and course-coordinators for designing and developing an effective MOOC.
Cognitive AI Learning Environments for Ethical, Adaptive, and Context-Aware Tutoring in Higher Education
AI has revolutionised education by enabling personalised learning, but current AI tutoring systems struggle with a fundamental challenge: they can’t fully grasp how humans think, learn, and interact in different situations. This paper presents CAL-E (Cognitive AI Learning Environment), a new theoretical framework that addresses these limitations by combining cognitive flexibility, personalised learning, and ethical safeguards. CAL-E consists of seven integrated components. At its heart, a Cognitive Processing Core interprets how students learn and adjusts teaching in real-time. This core works alongside a Context Analyser that tracks emotional states and learning conditions, while a Learner Model Repository continuously updates student profiles. The system’s Knowledge Base aligns with academic standards, and its Adaptive Learning Engine delivers customized content. A Feedback Generator provides ongoing assessment, while an Ethical Governance Layer ensures the system remains fair, transparent, and compliant with international AI ethics guidelines. This architecture directly addresses pressing educational challenges, from digital access inequalities to algorithmic bias and the growing demand for scalable personalised education. Built on foundations in cognitive science, international AI ethics frameworks (including UNESCO and EU guidelines), and recent advances in generative AI, CAL-E provides a roadmap for future research and implementation. The paper includes two detailed architectural diagrams that show how the system’s components work together, mapping data flows, agent interactions, and decision-making processes. CAL-E aims to guide the development of AI tutoring systems that aren’t just smart, but also ethical, fair, and responsive to each student’s unique learning context.
Exploring the Potential of Microsoft Copilot in Mathematics Education at Middle Stage
This study made an attempt to understand the potential of Microsoft Copilot in teaching as well as learning of mathematics at middle stage, particularly at Grade 7. The researcher examines Microsoft Copilot’s assistance for teachers in planning lessons and incorporating innovative instructional strategies using structured prompts as per the grade/age of the students and in mathematical problems by students. This study analysis the responses given by Microsoft Copilot exclusively, to the questions asked from Grade 7 NCERT mathematics textbook (2025) “Ganit Prakash”. The findings of the study highlight the distinct features and abilities of Microsoft Copilot which includes generation of content rapidly, scaffolding for conceptual understanding and consistent availability. It also mentions disadvantages associated with its use such as misinterpretation of context, inaccurate mathematical responses, risk of data privacy, etc. This study contributes to foster mindful integration of AI powered tools in the field of mathematics education.
Synthesising Advents and Detriments of Open AI Chatbots in Language Proficiency
This article synthesises the literature on advents and detriments of Open AI Chatbots in Language Proficiency. An exhaustive investigation (Study Selection Criteria, Literature Search, Selection, and Coding) of scholarly sources published from 2020-2023 led to the selection of fifteen reviews for analysis. The document analysis is used to examine the collected data with a conceptual framework of critical institutionalism for interpreting facts. The results of the analysis indicate mixed outcomes that Open AI Chatbots has great potential for advancing educational research, but it also raises great ethical concerns for the researchers which needs to be catered. The development of sophisticated responses to open-ended questions and personalised feedback for students allows Open AI Chatbots to reach its full potential. However, educational researchers should be wary of its application due to its reliance on pre-existing data and limited capacity to comprehend complex concepts. According to studies, Open AI Chatbots can influence language proficiency, assessment, educational research, and teacher training both positively and negatively. The field of educational research must examine Open AI Chatbots’s potential applications in greater depth in future studies
Exploring the Foundations of AI Literacy among Middle-Stage Students
Technology has now become an indispensable need for people across all sectors and every age group. Its ubiquitous presence adds great significance, and ignoring it would impede our progress. Recognising its importance, the National Educational Policy (NEP) 2020 also emphasises technology integration at all educational levels. Among the myriads of fast-evolving technologies, AI stands out as an incredible and advanced technology that is immensely contributing to reshaping education. It is more than just a tool for mere teaching and learning or assessment; it is also becoming popular among students. The Government of India is also taking initiatives to make students AI-ready at all levels. Underlining its importance AI literacy; CBSE also introduced fundamental concepts and applications of AI at the middle-stage level. Considering the same, the researcher conducted a study with 142 students in the 8th grade of three CBSE schools to assess how effectively the objective of introducing AI literacy has been achieved. To do so, the conceptual understanding of students was assessed through an achievement test. Additionally, a Likert Scale questionnaire was used to determine students’ enthusiasm and inclination towards AI. The findings of the achievement test revealed a moderate level of understanding of the AI concept. However, regarding the level of awareness, enthusiasm, and further engagement with AI in everyday life, the inclination was more towards informal use than formal academic purpose. Thus, there is a need to channel this enthusiasm firmly towards academic application to enhance learning impact.
Bridging the Digital Divide: Exploring Teachers’ Perspectives on Challenges and Barriers to ICT Integration in Rural Schools of Jammu Division, J&K
The research study aims to examine the barriers to Information and Communication Technology (ICT) integration in rural schools across the four rural districts of Jammu Division, UT of Jammu and Kashmir: Ramban, Rajouri, Kathua, and Kishtwar. The study employed a survey design for research, adapted from existing studies, using both qualitative and quantitative approaches to analyse data. It utilised structured questionnaires and statistical analyses (ANOVA, T-test, Factor Analysis). The key challenges of ICT adoption identified in the study include inadequate digital infrastructure in rural schools, Internet connectivity problems, limited teacher training opportunities, and socio-economic barriers to access to digital devices and the Internet. Inferential statistics (ANOVA and independent samples t-tests) and Cohen’s d to calculate effect size indicate significant differences in ICT adoption based on teachers’ training, availability of technical support in schools, type of school, and gender of teacher effects (p < .001) with a large effect size (d ≈ 0.65). The findings highlight that 61.7% of schools lack access to adequate ICT resources, and only 3.3% of teachers are competent to use advanced ICT tools and resources. The study emphasises the need for the development of teachers’ digital competencies, improvement in the ICT infrastructure of rural schools, and targeted policy interventions to overcome the digital divide in education.
Assessing the Influence of ChatGPT-Supported Self-Regulated Learning on Problem-Solving Skills of Novice Teachers
The National Education Policy (NEP) 2020 emphasised the need to equip beginning teachers with essential 21st-century skills so they can meet the expected standards of professional competence. The influence of ChatGPT facilitated-self-regulated learning on the problem-solving skills of novice teachers of 2-year B.Ed. programme in relation to gender and management type was investigated by employing an ex-post-facto research design. Using simple random sampling, a sample consisting of 300 novice teachers was drawn from four universities located in West Bengal. The researcher gathered data by administering a self-developed test designed to assess problem-solving skills, which demonstrated acceptable consistency with a reliability coefficient of 0.78. The data were analysed using Student’s t-test. Findings revealed that the problem-solving skills of male and female novice teachers were found to be similar. Further, the findings revealed that novice teachers from state universities demonstrated significantly stronger problemsolving skills than their counterparts from private universities. The findings of the study might be implemented to improve the competency level of novice teachers in different contexts.
Achievement In Organic Chemistry Through E-Module and Flipped Classroom Approach: An Experimental Study
Education is an important instrument to technological and socio-economic development of every nation. Technology integration with pedagogy can change the scenario of outcome-based education. This study measures the effectiveness of e-Module and Flipped Classroom approach on the organic chemistry achievement. The researcher used e-Module (Self Learning Material) based on Programme Instruction which was developed and validated by the researcher. The researcher also used e-Content videos for flipped classroom teaching which were prepared by the researcher and validated by the expert’s opinion. The effectiveness of two instructional approaches on the achievement in organic chemistry among students was measured by conducting quasi-experimental study using achievement test at pre and post intervention stage. Researchers created two experimental and one control groups to conduct this research in experimental setting without full control of intervening and moderator variables. This study used 144 sample students having chemistry as their major elective subject in a Senior Secondary School (Burdwan Model School) affiliated to CBSE, in Purba Bardhaman District in West Bengal. Purposive and random sampling techniques were employed at the various stages. The data were collected and analysed by inferential statistics such as ANOVA, ANCOVA with Post-Hoc analysis and Pair sample t-test. The result showed that the achievement of XIstandard student in organic chemistry was better through E-Module than Conventional approach; similarly, the achievement of students was better for Flipped Classroom approach than Conventional approach. The results revealed that the Flipped classroom approach was the most effective instructional approach in organic chemistry learning for 11th standard students whereas e-module approach was also effective as selfinstructional approach in parallel with flipped classroom instruction.
Attitudes of Student-Teachers with Disabilities toward Switching to E-exams in Teacher Education
The introduction of new technological opportunities enables transitions and transformations across all communication sectors. The e-examination system brings innovative evolutionary structures, altering mindfulness, increasing accessibility, and improving effectiveness in the assessment process. It aims to explore the perceptions of student-teachers with disabilities regarding the implementation of e-exams during the pandemic. A descriptive research method with a quantitative approach was used to determine the perceptions of student-teachers with disabilities regarding the implementation of e-exams. An e-examination questionnaire was developed, with an acceptable Cronbach’s Alpha reliability value of 0.706 and face and content validity established by a field expert. One hundred thirty-two student-teachers with disabilities were selected randomly. An exploratory factor analysis was conducted to investigate the factors related to student-teachers with disabilities’ perceptions of e-exams. The “Kaiser-Meyer-Olkin Test,” “Bartlett’s Test of Sphericity,” and “Index of Determinant” were tested at the desired level. The study explored and reconfirmed (using Chi-squared, RMSEA, GFI, CFI, and IFI, with good fitness results indicating fair outcomes) that the factors related to student-teachers with disabilities’ perceptions of e-exams involve both “negative personal attitude” and “positive personal attitude”. These two factors explained 51.24% of the variance, with “negative personal attitude” being the primary barrier to using online exams compared to “positive personal attitude” for studentteachers with disabilities.
Virtual School Internship as a Pedagogy of Disruption: Prospective Teachers’ Virtual Internship Experiences
The unprecedented COVID-19 pandemic posed considerable challenges to the prevailing school internship in teacher education institutions (TEIs), which had been an integral part of the Bachelor of Education (B.Ed.) programmes. The school internship is a structured, systematic teaching practice session conducted by prospective teachers in secondary schools. Most TEIs in India were not adequately prepared to conduct virtual internships during the pandemic, as the concept emerged amid uncertainty. Thus, virtual internships emerged due to the impossibility of conducting in-person internships. This case study research is based on Mizoram University. This study aims to identify the hardships faced and efforts made by prospective teachers during a virtual school internship. An online questionnaire consisting of open-ended questions was used to collect qualitative data. Eighty-eight student-teachers were selected using purposive sampling in the study, and their responses were analysed using thematic analysis. Virtual school internship, though born out of crisis, functioned as a disruptive pedagogical space that challenged conventional assumptions about teacher preparation and opened possibilities for reinterpreting internship practices in teacher education.
Implementation of ERP as part of E-Governance in Higher Educational Institutions
E-governance, also known as electronic governance, is associated with carrying out functions and achieving results through technology. E-governance has recently been used in the education system to enhance transparency and accountability in the administrative process. It has the capability of integrating all the information into one centralised system. The present study aims to understand the effectiveness of Enterprise Resource Planning (ERP) as part of e- governance in Higher Education Institutions (HEIs) in Delhi by looking at the current status and prospects. Purposive sampling was employed to choose the HEIs. 500 students enrolled in different courses were chosen from selected institutions through stratified sampling. The questionnaire was made after a thorough discussion with ten experts. Frequency distribution and SPSS have been used for data analysis. Findings suggest that ERP has increased transparency in university administration, making daily tasks more convenient. It has also promoted a paperless society by keeping all data in one place. However, despite these benefits, students expressed concerns over issues such as a lack of awareness or orientation programs from the university administration, which hinder the adoption and knowledge of ERP.
A Descriptive Bibliometric Study of Artificial Intelligence in Education in India
Artificial intelligence drastically changes the educational field, increasing the opportunity for self-learning and challenging the existing education system. This bibliometric study explores research focused on AI and education published from 2014 to 2024 in the Indian context. The analysis of 119 Scopus indexed articles were carried out examining the trajectory of distribution of publication and citation, the top-cited research articles, the top authors, the top institutions, the leading journals in research on AI in education in India during the last decade and the research gap that exist within AI in education in India with the help of Biblioshiny (RStudio) and VOS viewer software. The findings revealed that the themes discussed mostly by the researchers in connection with AI are ChatGPT, higher education, learning and education. The study identified the need for more research in school education, inclusive education and special education.
Artificial Intelligence and Immersive Technologies in Teacher Education: A Systematic Review
The rapid advancement of Artificial Intelligence (AI), Virtual Reality (VR), Augmented Reality (AR) and the Metaverse is reshaping teacher education by offering adaptive and immersive learning experiences. This systematic review examines the current scenario of AI and immersive technologies in teacher education (training and professional development). This study follows a PRISMA methodology and has analysed approximately 43 studies related to teacher education. The study has also considered the insights from student focused research which offers valuable implications for teachers and instructional design. This review highlights key applications, benefits and challenges of AI and immersive learning environments in teacher education. It also discusses how teachers can use findings from student experiences to enhance their pedagogical strategies. The findings reveal a gap in teacher specific research and propose future directions to integrate AI and immersive technologies into teacher education. This study provides a better understanding of how AI and Metaverse based tools can transform teacher training along with addressing the challenges faced in their adoption.
Role of Digital Storytelling in Promoting Inclusive Language Pedagogy: An Analytical Study
Education systems are increasingly using digital tools to enhance language teaching and focus on the needs of diverse learners. Among these, digital storytelling (DST) includes the creation and sharing of personal or cultural stories using digital media and has become an effective pedagogical method. This systematic review analyses 30 studies (2008-2025) identified through PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). This framework supports researchers to identify, screen, and report studies to enhance the reliability and replicability of review findings. The review aims to determine how DST promotes inclusive language pedagogy. Findings show DST encourages students’ participation, self-expression, and cultural understanding, supporting the development of communication skills in a diverse classroom. However, challenges such as unequal access to technology and insufficient teacher preparation frequently arise. Most included studies provide practical evidence that DST can foster language classrooms that are supportive, interactive, and inclusive. This review identifies current trends, highlights, research gaps and provides insights for future studies to better integrate digital storytelling into inclusive language teaching practices.